Planning for College from the Eighth Grade

three girls discussing

We get a lot of comments and questions about college counseling from our contact form on our website. Many are about my services, some are requests for help on specific topics, and some are just words of thanks or encouragement.

But sometimes we get questions that really impress me. Yesterday, a young man in the eighth grade wrote asking very intelligent, well-crafted questions regarding his future plans. He was open and self-aware and displayed a maturity that sometimes is missing in students much older.

With his permission, I am going to share his question with you, as well as my answer. I think this young man is well-poised to map his educational journey.

Question: How to plan for college in 8th grade

To whom it may concern,

My name is (name withheld) and I currently am in eighth grade. I have an interest in screenwriting and am beginning to look at some college options. I do have some learning disabilities like having Tourettes syndrome and being foreign language exempt. Would something like being foreign language exempt prevent me from being able to go to a college?

Thank you and I hope you have a nice day.

Response: How to plan for college in 8th grade

You’re doing your planning early…good for you! You are also seeing that all this college finding stuff is a puzzle. You’ll want to check the admissions requirements for each college carefully. You’ll want to check if they have learning services programs to support you with your learning differences—if you need support. And you’ll want to look at the screen writing programs, of course.

Keep in mind, however, that many, many great screenwriters never went to a “screen writing program” or majored in such a thing. See if you can uncover where some of your favorites went to college. What did they study? Theater? English? History? Biology? I have a friend who has written for many different TV shows in Hollywood. I think he majored in English. [Addendum: I confirmed with my friend that he majored in “American Civilization,” a combination of history and literature.]

So keep asking questions, find people who do what you want to do, and ask they how they got there. Send them emails—just like you sent me one. You’ll be surprised how willing people are to share.

Good luck!

And then, to my surprise, the young man wrote me back.

Thank you for all of the advice. This will help me significantly.

Thanks again for all the help, I will use your advice to help me in my educational ventures.

This young man has plenty of time to explore, to ask more excellent questions, and to learn more about what sorts of educational experiences (both in and outside the classroom) will help him to achieve his goals. I always like to point out, especially with younger students, that there are many paths toward a goal: you just have to pick the one that fits you best, without losing sight of the goal. A focused screenwriting program may be what he needs. Or he may fit better in a smaller college that focuses on building general writing skills–that has a course or two in screenwriting. Or one that helps create excellent internships in the creative arts.

And if he has particular concerns that need to be addressed, like his learning differences and the limitations those may impose, he can begin now to adjust his path without every giving up on his ultimate goal of becoming the next Oscar-winning screenwriter.

One other thing: I was blown away by this young man’s willingness to write a complete stranger for advice. And what impresses me, also impresses admissions officers. So parents, please encourage your students to do their own investigations and to ask their own questions. Resist the temptation to do the research for them. Instead, guide them, encourage them, and watch over them as they communicate with those who can help them figure out how to get where they want to go.

The lessons learned through the process are at least as important as the lessons learned in the classroom.

Mark Montgomery
College Consultant

College Planning for Juniors: Creating a Standardized Testing Plan

If you are a junior, what should you be thinking about regarding the college admissions process? Currently, you should be coming up with a standardized testing plan.

Continue reading

Legal Considerations Part 1: Differences in the laws that govern K-12 schools and schools at the post-secondary level

legal consideration

One of the biggest issues facing students with learning challenges and their families is the difference in laws that govern schools that service K-12 versus schools at the post-secondary level. Information in this two-part series is designed to help you better understand the transition from the laws and procedures in the Individuals with Disabilities Education Act (IDEA) to the legal protections that apply to college students.

Until a student goes to college or until the semester he turns 21. He is protected by the Individuals with Disabilities Education Act or IDEA. Once a student enters college, however, the Rehabilitation Act of 1973, or Section 504, and the Americans with Disabilities Act (ADA) take over. The Individuals with Disabilities Act (IDEA) specifically requires that K-12 schools actively seek out students with learning challenges. And provide them with the services and the assistance they need to be successful in the classroom.

For example, Section 504 requires a school district to provide a free appropriate public education (FAPE) to each student with a disability in the district’s jurisdiction. Students are evaluated at no cost to families and Individual Education Plans, or IEPs, are formulated. As a result, students may receive tutoring and other academic services and aids during the school day as dictated by their IEP or intervention plan dictates. Transition services are also required by IDEA, and it is this plan that helps to ensure that students have taken the appropriate courses for college entrance. And received the necessary accommodations when completing college entrance exams, such as the ACT and SAT if they qualify.

Students with a disability leaving high school and entering post-secondary education will see differences in their rights and how they are addressed. Unlike high school, the college or university is not required to provide FAPE. Rather, it is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of your disability. In other words, focus shifts from academic success to academic access. Therefore, colleges are not required to seek out students with learning challenges and are not required to provide any diagnostic services. They are also only required to provide “reasonable accommodations.”

Students with learning disabilities or ADHD, however, may be entitled to reasonable academic services and aids based on the Rehabilitation Act of 1973, Section 504 and the Americans with Disabilities At (ADA). These laws mandate that all colleges and universities in the United States that receive any federal financing cannot discriminate in the recruitment, admission or treatment of students with disabilities. This law allows your student to request modifications, academic support, and auxiliary aids that allow him to participate in and benefit from all of the programs and activities that colleges offer.

Check back tomorrow for the second installment of this series. I’ll discuss what accommodations your student should expect to benefit from at the college level.

Heather Creech
Educational Consultant for Students with Learning Challenges

Students with Learning Differences: Getting Started with the College Search

Some students yearn to “be like everyone else,” to not stand out.  They spend energy and effort in trying to make it without any special accommodations. Some students succeed, although typically at considerable cost in time and energy. Others simply fail.  Some students spend lots of time worrying if their grades are deserved or if they are being graded too liberally. They want to make it in spite of their disability, not because of it. Some students come from sheltered high school settings where many things were done for them. When they arrive at college, they have many unfulfilled expectations and feel angry and bitter about the perceived lack of support. Some students are able to adjust to the rigors of college; many others, unfortunately, do not.
Most students who have difficulties in postsecondary education, however, do not fall into any of these categories. They experience difficulties because they are not good at letting others know what they need in order to be successful. In other words, these students have poor self advocacy skills.  There are many different reasons why students may not be good at communicating their needs. Some feel shy about approaching professors.  Others are reluctant to ask for needed accommodations because they do not want to be a burden or because they do not want to be treated differently. Some do not know what to say and what not to say to professors. Others fear that their request will not be honored or respected.  Regardless of the reason, research shows that when students get assistance from their professors, they feel more positive about themselves and their professors, and they increase their chances of academic success.
Your student can become her own advocate by becoming proficient at realistically assessing and understanding her strengths, weaknesses, needs, interests and preferences.  The first step is to sit with a professional and review the documentation to be sure your student understands and can effectively communicate her area of disability.  Be sure she is comfortable and confident in communicating her areas of strength and weakness as well as all accommodations she has benefitted from in the past.  The next step is to complete a self-assessment and examine critical questions involving your student’s level of motivation and independence.
Author Michael Sandler identifies six questions to assess self-motivation and independence in students with ADHD that can be adapted to students with any learning difference.  These questions can help identify specific attributes that you and your student must consider in a researching an appropriate college setting:

  • Did you need support and structure in high school?
  • Do you routinely need help from others to keep you motivated and focused?
  • Do you thrive on individual attention from teachers?
  • Do you prefer to immerse yourself in a subject?
  • Do you need a high energy environment?
  • Do you have trouble falling asleep?

Once you have examined your student’s needs and preferences, consider other elements, such as the location of the campus and your student’s career goals. In making the decision to attend a college or university, one obstacle is to select a college that best matches individual needs.  Students with learning challenges must not lose site of the fact that college life extends beyond a student’s academic needs. Rather than basing the decision solely on whether or not the college has a strong Disability Services Office, be sure the college can meet all your needs and preferences including academic supports and social opportunities.  Remember, there are a variety of resources available to students with learning differences.  So, comparing your student’s academic and social abilities to the expectations of the selected colleges is a critical factor in selecting the right college.
Tomorrow, I’ll continue with how to consider which location would be best for you.
Heather Creech
Educational Consultant Specializing in Learning Differences
 
 
 
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New Expertise in College Planning for Students with Learning Differences

For Immediate Release
Montgomery Educational Consulting is pleased to announce that Heather Creech has joined the firm as a specialist in helping students with learning differences in their transition from high school to college.
Ms. Creech has 17 years of experience in assessing, diagnosing and reporting language and learning problems in Colorado public schools.  As a special education case manager at Cherry Creek High School in suburban Denver, Colorado, she has counseled thousands of students with learning challenges to make the best decisions when planning post-secondary options.
In addition, Heather is an experienced reading and writing specialist, and is a certified speech-language pathologist.  She not only interprets students’ Individual Educational Plans (IEPs), but she has written and implemented them, as well.  Furthermore, Ms. Creech is able to administer, interpret, and report results of various educational assessments.
“We are thrilled that Heather has joined our team,” says Dr. Mark Montgomery, President of the firm.  “She has deep experience in working with all sorts of kids, and she has a calm and reassuring approach to advising, and she is able to win students’ confidence easily with her easy manner and good sense of humor.  Parents also are completely at ease with her combination of skill and charm.”
For her part, Ms. Creech is excited to be able to offer her expertise to more families as they navigate this difficult transition.  “It’s a wonderful opportunity to be able to help students and their families.  This transition can be so stressful, but with some good information and a bit of patience, students can find the right path for themselves.”
As part of the process of planning the transition to college, Ms. Creech counsels students on how to assess their needs, to articulate their preferences, and to develop academic, behavioral, vocational, and life skills.
“What makes Heather stand out in the realm of educational consulting is that she not only counsels students on how to select the right post-secondary option, but she helps them plan for success once they make that transition” says Dr. Montgomery. “Her constant focus is on student achievement and future fulfillment, not just on ‘getting in”’ to a particular school or program.”
Ms. Creech has experience in working with students with a wide range of learning differences, including dyslexia and other language based disorders, ADD/ADHD, and Asperger’s syndrome.
Ms. Creech earned a BS in Speech and Hearing Sciences from Arizona State University, and a Masters in Speech-Language Pathology from the University of Cincinnati.  She lives in the Denver area with her husband Erik and their three children.
To learn more about the services Heather Creech can offer to students with learning differences, please contact Montgomery Educational Consulting at 720.279.7577 or info@greatcollegeadvice.com.
 
Mark Montgomery
Educational Consultant
 
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